Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This paper explores the life project as a pedagogical and transformative framework for reshaping the professionalism of support teachers in upper secondary schools. Drawing on the Italian legislative framework introduced by Legislative Decree no. 62/2024, the study investigates how secondary school teachers interpret and translate the life project into everyday educational practices. The research adopts a qualitative-interpretative design, based on 12 narrative semi-structured interviews with support teachers, examined through reflexive thematic analysis. Findings highlight the configuration of professional competencies and postures - prospective, enabling, ecological-mediative, recognitive, and ethical-reflective - which are reinterpreted within the life project perspective.The life project emerges not as an additional bureaucratic task, but as a pedagogical device that reorients educational action toward participation, self-determination, and opportunities for adult life for students with disabilities.
